K-12 Blended and Online Learning

Name of Unit/Course: Stability and Changes in Living Systems/7th Grade Life Science
Overall Unit Information Self-Check
(PSC_OTE)

Unit or Course Unit 1: Stability and Changes in Living Systems See 2.VII
Goal(s) In this unit, which takes place over the course of 4 weeks, students will learn about biomes and
ecosystem dynamics. By the end of the unit the students will create an accurate depiction of one
of Earth’s biomes in the form of a digital diorama using Tinkercad’s 3-D Design Tool or other
resource with teacher approval as well as a presentation that supports heir dioramas. Students
will work collaboratively in groups of 2-3. This unit will use the blended learning model.

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Standards Name of standards: Georgia Performance Standards See 2.VII, 6.I

Link to standards: Georgia Performance Standards
Location information:
Grade/Year: 7th grade (roughly 12 to 13 years of age)
Subject: Life Science
Standard (as written):
S7L3. Obtain, evaluate, and communicate information to explain how organisms reproduce
either sexually or asexually and transfer genetic information to determine the traits of their
offspring.
c. Ask questions to gather and synthesize information about the ways humans influence the
inheritance of desired traits in organisms through selective breeding.
(Clarification statement: The element specifically addresses artificial selection and the ways in
which it is fundamentally different from natural selection.)
S7L4. Obtain, evaluate, and communicate information to examine the interdependence of
organisms with one another and their environments.
c. Analyze and interpret data to provide evidence for how resource availability, disease,
climate, and human activity affect individual organisms, populations, communities, and
ecosystems.
d. Ask questions to gather and synthesize information from multiple sources to differentiate
between Earth’s major terrestrial biomes (i.e., tropical rain forest, savanna, temperate forest,
desert, grassland, taiga, and tundra) and aquatic ecosystems (i.e., freshwater, estuaries, and
marine).
(Clarification statement: Emphasis is on the factors that influence patterns across biomes
such as the climate, availability of food and water, and location.)

Learner These learners are 7th graders in a rural Georgia middle school. See 6.I, 6.IV
Characteristics Non-native English speakers: 4%
Special Education or IEP: 18% of students
Countries: Students represent 4 different countries
SES: 55% students live in low socio-economic homes
TESTING: 64.5% of students met expectations in 6th grade Science

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Technology Internet connected computer – Chromebook provided by the school. See 1.III, 1.IV,
requirements Access to Google Classroom 5.IV
Access to Tinkercad

Prerequisite 6th grade reading proficiency (differentiation provided) See 3.I

Skills Tinkercad for group projects
Safe and effective Internet research and navigation (information literacy skill)
Chromebook use
Google Classroom Use
Synchronous communication software skills

Introductory Students are expected to participate in daily discussion with peers in class and post a weekly See 1.III, 2.I,
Communication blog reflection on what they’ve learned. Students are expected to follow the communication rules 2.VIII, 2.XI,
Plans outlined in the syllabus and taught at the beginning of the school year. 3.VI, 5.I, 5.V

Universal Design Multiple forms of representation: webpages, videos, transcripts, textbook See 2.III, 2.VII,
Principles Multiple forms of expression: quizzes, blogs, discussions, projects 6.III
Considered Multiple forms of engagement: in person, Remind, webcam, Google Classroom, Edublogs

Number of This will be a four-week blended unit. Each Tuesday students will be given access to a new See 2.III
Modules or module and all module assignments will be due on the following Monday morning. The new
Weeks module will be broken into days for better time management.

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Module 1 Plan (Note: “module” and “lesson” used interchangeably. A module is typically 1-2 weeks long. Self-Check
Please design 4-6 weeks of blended or online instruction.) (PSC_OTE)

Module (S7L4d) The student will be able to ask questions to gather and synthesize information See 2.I
Objective(s) from multiple sources to differentiate between Earth’s major terrestrial biomes and
aquatic ecosystems with 80% accuracy on one activity and one discussion activity.

Module 1. Discussion Questions on Edublogs: Why is an ecosystem not just the plants and See 3.III
Assessment(s) animals that live there? Explain why abiotic factors are important to an
ecosystem. Biomes cannot be described or shown by hard line. Explain why.
(Rubric)
2. Biome Identification Activity graded automatically (answer key)

Description of 1. Students will read chapter 1 and complete the activity and discussion on See 1.I, 3.IV
Learning Activities Edublogs.

Formative Mid-week student check-in during rotations with teacher See 3.III, 3.V, 3.VI,
Evaluation & Blog reflection: Why is an ecosystem not just the plants and animals that live there? 5.II
Feedback Explain why abiotic factors are important to an ecosystem. Biomes cannot be described
or shown by hard line. Explain why.
Chapter review exercises
Notes from class
Meeting with all students and teacher to discuss learning activities during class on
Tuesdays.

Physical Learning The district approved textbook: Georgia GSE Success Grade 7 Science from American See 2.III
Materials Book Company written by Daniel Wood.

Digital Learning Google Classroom See 5.III

Objects Edublogs

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Plans for Students with limited English proficiency or a reading level below 6th grade will be See 3.III, 4.V
Differentiation supported using a modified discussion forum rubric and the option of participating in a
video blog.
An outline of notes for the module will be provided according to IEP suggestions and
shortened/reduced presentation. Students will also be provided the option to use the
Read & Write feature on their Chromebooks as well as creating a video blog instead of a
written blog.
Additional teacher support will be used to offer additional assistance and ongoing
support to learners.

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Module 2 Plan (Note: “module” and “lesson” used interchangeably. A module is typically 1-2 weeks long. Self-Check
Please design 4-6 weeks of blended or online instruction.) (PSC_OTE)

Module (S7L4c) The student will be able to analyze and interpret data to provide evidence for See 2.I
Objective(s) how resource availability, disease, climate, and human activity affect individual
organisms, populations, communities, and ecosystems with 80% accuracy on two
activities.
Module 1. Plant and Animal Adaptations Activity graded automatically (answer key) See 3.III
Assessment(s) 2. Local and Global Connections to the Food We Eat Activity. (Rubric)
Description of 1. Students will read chapter 2 and complete the activities and quiz as a self-check of See 1.I, 3.IV
Learning Activities learning.
2. Students will create a blog about what they’ve learned on Friday
Formative Mid-week student check-in during rotations with teacher See 3.III, 3.V, 3.VI,
Evaluation & Blog reflection: What have I learned this week? 5.II
Feedback Chapter review exercises
Notes from class
Meeting with all students and teacher to discuss learning activities during class on
Tuesdays.
Physical Learning The district approved textbook: Georgia GSE Success Grade 7 Science from American See 2.III
Materials Book Company written by Daniel Wood.
Digital Learning Google Classroom See 5.III
Objects Edublogs
Plans for Students with limited English proficiency or a reading level below 6th grade will be See 3.III, 4.V
Differentiation supported using a modified discussion forum rubric and the option of participating in a
video blog.
An outline of notes for the module will be provided according to IEP suggestions and
shortened/reduced presentation. Students will also be provided the option to use the
Read & Write feature on their Chromebooks as well as creating a video blog instead of a
written blog.
Additional teacher support will be used to offer additional assistance and ongoing support
to learners.

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K-12 Blended and Online Learning
Module 3 Plan (Note: “module” and “lesson” used interchangeably. A module is typically 1-2 weeks long. Self-Check
Please design 4-6 weeks of blended or online instruction.)

Module (S7L3c) The student will be able to ask questions to gather and synthesize information See 2.I
Objective(s) about the ways humans influence the inheritance of desired traits in organisms through
selective breeding with 80% accuracy on a quiz.
Module 1. Fill in the Blank Quiz on Selective Breeding graded automatically through a Google See 3.III
Assessment(s) Form (answer key)
Description of 1. Students will complete end of chapter review questions for self-check See 1.I, 3.IV
Learning 2. Students will create a blog on Edublogs about what they’ve learned on Friday.
Activities
Formative Mid-week student check-in during rotations with teacher See 3.III, 3.V, 3.VI,
Evaluation & Blog reflection: What have I learned this week? 5.II
Feedback Chapter review exercises
Notes from class
Meeting with all students and teacher to discuss learning activities during class on
Tuesdays.
Physical The district approved textbook: Georgia GSE Success Grade 7 Science from American See 2.III
Learning Book Company written by Daniel Wood.
Materials
Digital Learning Google Classroom See 5.III
Objects Edublogs
Plans for Students with limited English proficiency or a reading level below 6th grade will be See 3.III, 4.V
Differentiation supported using a modified discussion forum rubric and the option of participating in a
video blog.
An outline of notes for the module will be provided according to IEP suggestions and
shortened/reduced presentation. Students will also be provided the option to use the Read
& Write feature on their Chromebooks as well as creating a video blog instead of a written
blog.
Additional teacher support will be used to offer additional assistance and ongoing support
to learners.

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K-12 Blended and Online Learning
Module 4 Plan (Note: “module” and “lesson” used interchangeably. A module is typically 1-2 weeks long. Self-Check
Please design 4-6 weeks of blended or online instruction.) (PSC_OTE)

Module At the conclusion of the unit, students will collaboratively (or independently if they choose) See 2.I
Objective(s) create a digital diorama of a biome of their choice using any acceptable medium approved
by the teacher. Their diorama will be graded according to a rubric and must provide an
accurate portrayal of the biome of choice as well as how resource availability, disease,
climate, and human activity affect each level of the biome. Students will create a
presentation to support their diorama. Students must add at least one organism to their
biomes that has been selectively bred by conducting research or using an example from
classroom lectures.
Module Project design and presentation (Project plan checklist & Rubric) See 3.III
Assessment(s)
Description of 1. Students will research different biomes. Students will take notes on specifics of their See 1.I, 3.IV
Learning chosen biome with enough information to recreate a realistic biome.
Activities 2. Students will review notes taken in class and review videos and resources to help
guide their process of creating a biome.
3. Students will meet with their partners (or independently) in class or outside of class
through Google Classroom Hangouts to make a project plan.
Formative Mid-week student check-in during rotations with teacher See 3.III, 3.V, 3.VI,
Evaluation & Blog reflection: What biome did I choose and what have I learned about it? 5.II
Feedback Notes from class
Meeting with all students and teacher to discuss learning activities during class on
Tuesdays.
Physical The district approved textbook: Georgia GSE Success Grade 7 Science from American See 2.III
Learning Book Company written by Daniel Wood.
Materials
Digital Learning Tinkercad’s 3-D Design Tool See 5.III
Objects Google Classroom
Edublogs
Plans for Students with limited English proficiency or a reading level below 6th grade will be See 3.III, 4.V
Differentiation supported using a modified discussion forum rubric and the option of participating in a
video blog.
An outline of notes for the module will be provided according to IEP suggestions and
shortened/reduced presentation. Students will also be provided the option to use the Read
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K-12 Blended and Online Learning
& Write feature on their Chromebooks as well as creating a video blog instead of a written
blog.
Additional teacher support will be used to offer additional assistance and ongoing support
to learners.
Students will be carefully placed into collaborative project groups that build on individual
strengths and facilitate growth among weaknesses.

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